Abstract
This essay argues that Christian teacher educators must integrate linguistically sustaining pedagogies into teacher preparation as a faithful response to God’s call to justice, love, and hospitality. In classrooms shaped by increasing linguistic diversity, these practices move beyond accommodating multilingual learners to affirming and sustaining their linguistic and cultural identities. The essay begins by clarifying key concepts (Culturally Sustaining Pedagogy, Linguistically Responsive Teaching, and Translanguaging) and exploring their intersections with faith-based commitments. It then presents a theological rationale rooted in Scripture, emphasizing diversity as part of God’s design, justice as a biblical mandate, and love as a guiding ethic. Finally, the essay offers practical strategies for connecting faith and practice, including scriptural reflection, case studies, service-learning, modeling inclusive pedagogy, and developing faith-integrated teaching philosophies. By combining theory, theology, and actionable practices, this essay equips Christian educators to prepare teachers who create linguistically inclusive classrooms reflecting God’s kingdom values.
Recommended Citation
Blum, G. I.
(2025).
Faith, Justice, and Language: Equipping Christian Teachers for Linguistically Sustaining Pedagogies.
International Christian Community of Teacher Educators Journal, 20(2).
DOI: https://doi.org/10.55221/1932-7846.1353
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Teacher Education and Professional Development Commons